Kerly Way Lesson#4: Detailed Lesson #1 (For day#4)INQUIRY&TECHNOLOGY
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Enrichment Lesson – Kit Practice
Lesson Overview:
This lesson will provide students with an overview of the test kits that we will be using to sample the water quality. Also, they will learn the importance of testing water quality.
We will explore how water run off affects the level of pollution in streams/rivers/ponds and how could we (regular citizens) find out what exactly is dissolved in the water. This is an investigative, inquiry-based lesson.
Learning Performances:
After completing this lesson, students will be able to:
Able to demonstrate their accurate use of testing kits
List reasons why it is important to test water quality
Standards Addressed:
National Science Education Standards:
As a result of the activities, all students should develop an understanding about scientific inquiry.
As a result of the activities, all students should develop an understanding of population and ecosystems.
As a result of the activities, all students should develop an understanding of diversity and adaptations of organisms.
As a result of the activities, all students should develop an understanding of change, constancy and measurement.
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Collect Data
Communicate Understanding and Ideas
Design and Conduct Investigations
Represent, Analyze, and Interpret Data
Experimental Design
Observe
Predict
Question and Hypothesize
Use Evidence to Draw Conclusions
Use Tools and Techniques
Materials Needed:
Water samples
Test kits
Paper towels
Laptop stations for each group of students
Time Required:
One 45-minute class period
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
To begin the lesson, I will remind the students that each lesson in our unit is continuously building on each other. Today we will be learning about the different water sampling kits and the importance of using them. After completing this lesson, we will be ready to start sampling the pond water the following week. I will tell the students that this is a very important lesson because everything that they will learn today will be put to practical use at the pond.
I will frame this lesson with the following question: “What do the properties of water and mixtures have to do with water quality?” I will then wait and see what kind of responses students will come up with. After a short discussion I will inform the class that we will be finding out that as the water runs off the land into streams, rivers, and ponds, or filters through the ground aquifers, the water can dissolve and “pick up” pollutants due to the polar nature of water and its ability to dissolve many solids and liquids.
Another question that I will ask to set the students in the right frame of mind is: “How can the average citizen find out what is dissolved in the water in and around their community?” Again, I will provide an ample amount of time for the students to voice their opinions and we will have a class discussion on this question as well. At the conclusion of the class discussion, I will inform the students that we will be finding out in this lesson that there are several Environmental Protection Agency, EPA links that can assist with information, but to get straight to the source, we can perform our own tests.
Therefore, we will begin this lesson with the introduction of those various water-sampling tests.
Instructional Activities:
I will break the students into small working groups (3-4 students per group). According to the number of test kits available, I will issue each group the various test kits. If for some reason I won’t have enough kits available per group, I will then ask the students to rotate through various testing stations.
Next, I will distribute the water samples to each group (I will obtain these samples in the morning before the lesson. I will also test these samples beforehand to have an idea of the range of values for each testing parameter). In addition, each group of students will have a set of paper towels on their desk. These will most likely come in handy throughout their investigations of the water samples.
I will then make sure that all students will have the opportunity to use each test kit and get a reading for each parameter. I will rotate around the room between the groups and assist them and make sure that everybody is having a chance to use the kits.
The sequence of testing the kits will be in the following order: 1. Temperature 2. pH 3. Dissolved Oxygen 4. Nitrate-Nitrogen test 5. Phosphate test
After completing these tests, we will have a class discussion and we will analyze the results. Each group will share their data. We will address the following questions:
What was the water temperature?
What was the pH level? Was it in the acceptable range for good water quality?
What was Dissolved Oxygen level? Did it fall into the acceptable range for good water quality?
Based on the above tests, would you consider the water quality to be GOOD/FAIR/POOR?
Concluding the Lesson:
essonAfter we have tested all the various kits, I will ask the students the same questions that I asked in the introduction to the lesson: “ What do the properties of water and mixtures have to do with water quality? & How can the average citizen find out what is dissolved in the water in and around their community?”
The answer to the second question should be pretty obvious and prompt by the students. They will probably enthusiastically list all the various kits that we can use to test the water quality. Enthusiastically, because they will just have completed using the kits and will be experts about them and will likely want to share their knowledge. The answer to the first question however, will require some more thinking. To aid them with this question, I will ask the students to use their laptops and go to the following website: http://www.epa.gov/owow/nps/kids/
This website is a really great way for the students to investigate all sorts of different things that people are doing that is harming the water quality around us. It explains very explicitly what a Nonpoint Source Pollution is and what we can do to decrease it. Students should find this interactive website a fun and an informative way to learn about water pollution. In addition, it’s a great way for me to incorporate technology into this lesson by having them do research online.
Before dismissing the students from class, I would once more remind them to keep all these tests in mind because we will be conducting them at the pond later on in our unit.
Assessing Student Understanding:
As always, I will be assessing the students both through formative and summative assessment. As a formative assessment, I will rotate around the room throughout the activities and provide assistance where needed. I will also help clear out any misunderstandings and any questions students will have during the lesson.
As a summative assessment, I will assign a take-home test that includes the following components: 1. Analysis) Explain how temperature can affect the growth of organisms in the pond 2. (Analysis) Explain why certain plant and animal species cannot be sustained in an acidic water 3. (Comprehension) Interpret the Dissolved Oxygen data table & explain why certain fish & macroinvertebrates begin to decline at 0.0-4.0 ppm of D.O. 4. (Comprehension) Choose one of the following essay questions and write a one-page essay:
Explain the effects of excess nitrogen and phosphates on water life
Explain how the various tests can show the possible presence of pollutants in the sample?
Rationale for this Lesson:
We have learned throughout our education courses that students learn best by actually “doing”, that is, by being active participants in the lessons. In this lesson, they are definitely being very active. They are conducting investigations on the quality of water. This is a build up lesson to the main field activity lesson in this unit that will be coming up later in the unit plan. In this lesson, I have tried to familiarize the students with the various equipments that they will be using out in the pond. This will provide them with an opportunity to get comfortable with handling the equipment and to ask any questions and clear out any misunderstandings before actually going out to the field.
Also, this is a great inquiry lesson as well. They are really learning about the different ways that real scientists can use to conduct research on water. They get to manipulate the kits and get a reading for each parameter.
Lastly, I have incorporated technology into this lesson by having the students use the computers and investigate an Environmental Protection Agency (EPA) website designed especially for kids in order to find out about Nonpoint Water Pollution Sources.
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Enrichment Lesson – Kit Practice
Lesson Overview:
This lesson will provide students with an overview of the test kits that we will be using to sample the water quality. Also, they will learn the importance of testing water quality.
We will explore how water run off affects the level of pollution in streams/rivers/ponds and how could we (regular citizens) find out what exactly is dissolved in the water. This is an investigative, inquiry-based lesson.
Learning Performances:
After completing this lesson, students will be able to:
Able to demonstrate their accurate use of testing kits
List reasons why it is important to test water quality
Standards Addressed:
National Science Education Standards:
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Materials Needed:
Time Required:
One 45-minute class period
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
To begin the lesson, I will remind the students that each lesson in our unit is continuously building on each other. Today we will be learning about the different water sampling kits and the importance of using them. After completing this lesson, we will be ready to start sampling the pond water the following week. I will tell the students that this is a very important lesson because everything that they will learn today will be put to practical use at the pond.
I will frame this lesson with the following question: “What do the properties of water and mixtures have to do with water quality?” I will then wait and see what kind of responses students will come up with. After a short discussion I will inform the class that we will be finding out that as the water runs off the land into streams, rivers, and ponds, or filters through the ground aquifers, the water can dissolve and “pick up” pollutants due to the polar nature of water and its ability to dissolve many solids and liquids.
Another question that I will ask to set the students in the right frame of mind is: “How can the average citizen find out what is dissolved in the water in and around their community?” Again, I will provide an ample amount of time for the students to voice their opinions and we will have a class discussion on this question as well. At the conclusion of the class discussion, I will inform the students that we will be finding out in this lesson that there are several Environmental Protection Agency, EPA links that can assist with information, but to get straight to the source, we can perform our own tests.
Therefore, we will begin this lesson with the introduction of those various water-sampling tests.
Instructional Activities:
I will break the students into small working groups (3-4 students per group). According to the number of test kits available, I will issue each group the various test kits. If for some reason I won’t have enough kits available per group, I will then ask the students to rotate through various testing stations.
Next, I will distribute the water samples to each group (I will obtain these samples in the morning before the lesson. I will also test these samples beforehand to have an idea of the range of values for each testing parameter). In addition, each group of students will have a set of paper towels on their desk. These will most likely come in handy throughout their investigations of the water samples.
I will then make sure that all students will have the opportunity to use each test kit and get a reading for each parameter. I will rotate around the room between the groups and assist them and make sure that everybody is having a chance to use the kits.
The sequence of testing the kits will be in the following order:
1. Temperature
2. pH
3. Dissolved Oxygen
4. Nitrate-Nitrogen test
5. Phosphate test
After completing these tests, we will have a class discussion and we will analyze the results. Each group will share their data. We will address the following questions:
Concluding the Lesson:
essonAfter we have tested all the various kits, I will ask the students the same questions that I asked in the introduction to the lesson: “ What do the properties of water and mixtures have to do with water quality? & How can the average citizen find out what is dissolved in the water in and around their community?”
The answer to the second question should be pretty obvious and prompt by the students. They will probably enthusiastically list all the various kits that we can use to test the water quality. Enthusiastically, because they will just have completed using the kits and will be experts about them and will likely want to share their knowledge. The answer to the first question however, will require some more thinking. To aid them with this question, I will ask the students to use their laptops and go to the following website: http://www.epa.gov/owow/nps/kids/
This website is a really great way for the students to investigate all sorts of different things that people are doing that is harming the water quality around us. It explains very explicitly what a Nonpoint Source Pollution is and what we can do to decrease it. Students should find this interactive website a fun and an informative way to learn about water pollution. In addition, it’s a great way for me to incorporate technology into this lesson by having them do research online.
Before dismissing the students from class, I would once more remind them to keep all these tests in mind because we will be conducting them at the pond later on in our unit.
Assessing Student Understanding:
As always, I will be assessing the students both through formative and summative assessment. As a formative assessment, I will rotate around the room throughout the activities and provide assistance where needed. I will also help clear out any misunderstandings and any questions students will have during the lesson.
As a summative assessment, I will assign a take-home test that includes the following components:
1. Analysis) Explain how temperature can affect the growth of organisms in the pond
2. (Analysis) Explain why certain plant and animal species cannot be sustained in an acidic water
3. (Comprehension) Interpret the Dissolved Oxygen data table & explain why certain fish & macroinvertebrates begin to decline at 0.0-4.0 ppm of D.O.
4. (Comprehension) Choose one of the following essay questions and write a one-page essay:
Rationale for this Lesson:
We have learned throughout our education courses that students learn best by actually “doing”, that is, by being active participants in the lessons. In this lesson, they are definitely being very active. They are conducting investigations on the quality of water. This is a build up lesson to the main field activity lesson in this unit that will be coming up later in the unit plan. In this lesson, I have tried to familiarize the students with the various equipments that they will be using out in the pond. This will provide them with an opportunity to get comfortable with handling the equipment and to ask any questions and clear out any misunderstandings before actually going out to the field.
Also, this is a great inquiry lesson as well. They are really learning about the different ways that real scientists can use to conduct research on water. They get to manipulate the kits and get a reading for each parameter.
Lastly, I have incorporated technology into this lesson by having the students use the computers and investigate an Environmental Protection Agency (EPA) website designed especially for kids in order to find out about Nonpoint Water Pollution Sources.
Sources for lesson:
http://www.k12science.org
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